Author: Lauren Paetznick
Grade Level: 10
Course: Biology A and B
Purpose of Unit
The main purpose of this unit is the study of heredity through the central dogma of biology- DNA codes for RNA which codes for protein(amino acids) which are the building blocks of all organisms
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Standards used: GSEs:
LS1 (9-11)- 2 Students demonstrate an understanding for the molecular basis of heredity by
a) describing the DNA structure and relating the DNA sequence to the genetic code
b) explain how DNA may be altered and how this affects genes/heredity
c) describing how DNA contains the code for specific proteins
- Within these particular standards, students will be able to explain the structure of DNA and eventually explain how this relates to building proteins, or the "building blocks of life."
LS2 (9-11) - 5 Students will evaluate potential bias from a variety of media sources in how information is interpreted by...
a) analyzing claims from evidence and sources and evaluate based upon relevance and validity
b) applying additional scientific data to develop logical arguments concerning environmental issues
- At this point, students will have looked at genetic engineering and will be evaluating the positive and negative effects upon the environment and people.
LS3 (9-11) - 7 Students will demonstrate an understanding of Natural Selection/evolution by...
a) investigating how information is passed from parents to offspring by encoded molecules
b) investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents.
- Closer to the end, students will be considering how gene combinations occur, both through meiotic division and mitotic division. They
will be examining genetic engineering as well as the benefits of "inducing" natural selection.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to create a concept map, you can create this online using CMapTools, save it on the server, and embed it on a page that you link to this page.
Concept Map of Genetics!
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
Rationale
VERY IMPORTANT: Your rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Genetics
Author: Lauren Paetznick
Grade Level: 10
Course: Biology A and B
Purpose of Unit
The main purpose of this unit is the study of heredity through the central dogma of biology- DNA codes for RNA which codes for protein(amino acids) which are the building blocks of all organismsLearning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.Standards used:
GSEs:
LS1 (9-11)- 2 Students demonstrate an understanding for the molecular basis of heredity by
a) describing the DNA structure and relating the DNA sequence to the genetic code
b) explain how DNA may be altered and how this affects genes/heredity
c) describing how DNA contains the code for specific proteins
- Within these particular standards, students will be able to explain the structure of DNA and eventually explain how this relates to building proteins, or the "building blocks of life."
LS2 (9-11) - 5 Students will evaluate potential bias from a variety of media sources in how information is interpreted by...
a) analyzing claims from evidence and sources and evaluate based upon relevance and validity
b) applying additional scientific data to develop logical arguments concerning environmental issues
- At this point, students will have looked at genetic engineering and will be evaluating the positive and negative effects upon the environment and people.
LS3 (9-11) - 7 Students will demonstrate an understanding of Natural Selection/evolution by...
a) investigating how information is passed from parents to offspring by encoded molecules
b) investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents.
- Closer to the end, students will be considering how gene combinations occur, both through meiotic division and mitotic division. They
will be examining genetic engineering as well as the benefits of "inducing" natural selection.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to create a concept map, you can create this online using CMapTools, save it on the server, and embed it on a page that you link to this page.Concept Map of Genetics!
Lesson Sequence
Mitosis ReviewStructure of DNA
Fruit and Veggies DNA lab
Structure of DNA continued
Meiosis
Meiosis vs. Mitosis and Quiz
Linkage and Independant Assortment( Dragon Genetics part I)
Mendel's Genetics (Dragon Genetics part II)
Protein Review / Translation and Transcription
Genetic Engineering
Exam!
--
Oh no there was a fire drill and I need a lesson plan!
Introduction: Drosophilia melanogaster!
Inducing Mutations on Fruit Flies/ effects of a common pesticide on the bug! (LaboratorY!)(could potentially be numerous class periods!)
What is this?
Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.Rationale
VERY IMPORTANT: Your rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.EDC 430 F08 Unit Plan Eval - Lauren P